Equal access to quality education for children worldwide.
That is the ultimate goal. But since we can’t change the world all at once, we're tackling one issue at a time. Studies have found that improving the quality of teaching is one of the most effective ways to raise the standard of education in developing countries. So we are focused on empowering teachers in remote areas of developing countries to be the best educators they can be.
To raise the quality of education in under-resourced, remote areas of developing countries by improving the quality of teaching.
We aim to do this by offering professional development workshops focused on pedagogy methods to teachers, using technology they already have available to them. We believe they know their content and curriculum best — we want to equip them with the pedagogy tools they need to impart that knowledge to their students.
Because every student and classroom is different, we recognize that there is no "one size fits all" resource for teachers. We are committed to providing individualized support systems and advisors to assist teachers as they try new teaching methods in their classrooms.
Our approach is both teacher-driven and teacher-led.
When we begin working with a school, we start by connecting with our target teachers to better understand the challenges they face, their interests, and their needs. We assess technological capacity and accessibility to determine the best means of delivering our workshops and support system.
We then use this data to identify the appropriate professional development materials and mode of delivery. Using criteria developed in consultation with teachers, education experts, and our advisory board, we match teachers with advisors who can offer support as teachers complete the workshops and adapt what they've learned to their classroom setting.
We then deploy the workshops using the preferred method of our target teachers and connect the teacher with advisors who they can contact on a weekly basis for a two month pilot.
At the end of the two month pilot, members of our team travel to the target area to collect feedback from the teachers and assess whether or not the current material and delivery method meet the needs of the teachers using available resources.
Necessary adjustments are made after this initial pilot and an updated version of the workshops and additional materials are sent for each teacher’s use. Additional feedback is then collected via mobile surveys and team members may travel to the site again for more in-person feedback and observations as necessary.
In general, teachers will officially be partnered with their advisors for one year; however, advisors and teachers may choose to continue their partnership for as long as they like.
At the end of one year, participants will be given accreditation from Beyond the Board to demonstrate that they have completed the program.
*Beyond the Board is enabled by Columbia University's SIPA Dean's Public Policy Grant Challenge